Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: The Law and Society Association URL: http://www.lawandsociety.org
Citation: URL: http://citation.allacademic.com/meta/p181891_index.html Direct Link: HTML Code:

Salomone, Rosemary. "Language, Schooling, and National Identity: The Implications of Transnationalism, Globalization, and Mass Migration" Paper presented at the annual meeting of the The Law and Society Association, TBA, Berlin, Germany, Jul 25, 2007 <Not Available>. 2013-05-08 <http://citation.allacademic.com/meta/p181891_index.html>

Salomone, R. C. , 2007-07-25 "Language, Schooling, and National Identity: The Implications of Transnationalism, Globalization, and Mass Migration" Paper presented at the annual meeting of the The Law and Society Association, TBA, Berlin, Germany <Not Available>. 2013-05-08 from http://citation.allacademic.com/meta/p181891_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: The current debate in the United States over undocumented immigrants, the controversy over a Spanish version of the national anthem, and congressional proposals declaring English the “national” or “unifying” language all point to a growing identity crisis sweeping the country. The media abound with public intellectuals and political pundits pondering, “Who are we?” For a nation built in large part on immigration, the language question in particular has been a recurrent lightening rod in the movement toward ongoing compulsory nationalization. An often overlooked yet important factor is the critical role that public schooling has played in that effort. In recent years, transnationalism and globalization have added distinct challenges both here and abroad to a new wave of mass migration across the globe. This paper uses language policy and schooling as the prism for exploring how these trends have given rise to “dual identities” and attachments, and what the potential consequences might be for educating and integrating the children of “new immigrants.” It suggests that the United States, as a nation, reassess the prevailing assimilation ideal, and that policy makers and educators consciously reshape policy on language and culture in the schools, for both native-born and newcomers, to reflect the changing demographic, political, and economic landscape. It further compares and contrasts the United States experience, both in the past and the present, with immigration problems now confronting western European nations like France, Germany, and the Netherlands, where different historical circumstances may demand unique educational solutions.

Renationalizing the Nation: Securing Korean National Identity in the Era of Global Migration

Transnational Processes and National Projects: Global Labor Migration and Export Zones

Positioning Arabic in Schools: Language Policy, National Identity, and Development in Contemporary Lebanon